Now that cap and gowns have been returned and degree awarding ceremonies have been completed, the GRB team has been actively out and about among the graduates conversing with them on the sometimes sensitive issue of grades. In their latest survey, the GRB team have discovered that the Class of 2011 is equally as frank as their predecessors when it comes to analysing why they might have achieved a 2.2 rather than a higher degree class.
Amongst the findings it seems that in the last year graduates have become 2% more honest; 37%, as opposed to last year's 35%, were prepared to admit that they simply did not consistently work hard enough. A further 25% claimed that their grades had been affected by unavoidable personal issues such as family, health and financial concerns. When speaking to the GRB team, one in five graduates admitted that they worked consistently hard, maintained a solid work ethic and drive and have therefore accepted that a 2.2 was the best grade they could achieve. While this final statistic has dropped slightly in comparison to last year?????s results, 14% of this year's graduates confessed to finding their course much harder than originally expected.
Dan Hawes, GRB Co-founder added, "Perhaps students don't realise that unlike A Levels most universities won't allow you to retake your final year exams so it's really important to do your best possible attempt first time round. A 2:1 is a prerequisite for many graduate schemes but not all. In fact I got a 2:2 and it made me more determined so it's not all bad you just have to be more creative in your job search."
Research conducted by AGR this summer revealed that 75% of employers specified a 2.1 as an essential requirement to attain employment. One may suggest that this seems to advocate that students with a lower second or third degree classification have failed in some way which, of course, is simply not the case. The honesty of graduates in analysing why they got a certain class of degree will be refreshing for those who worked hard and are therefore pleased with their achieved 2.2 and those who missed out on a higher classification due to deterioration in their effort. There is a multitude of reasons as to why some students don't achieve as high marks as others and this research helps to put the degree classification contest into perspective.
For those currently battling against the unfair stigma attached to a 2.2. degree classification, it is important to bear in mind that the 2.1 is not standard across the Higher Education sector. The way in which students work is assessed varies not just from university to university but also from course to course at the same institution, thereby rendering it impossible to brand masses of students under the same bracket.
Elise, GRB Journalist
